Semantic mapping is a strategy in which information is categorically structured in graphic/visual form. Although semantic mapping is not new (terms such as semantic webbing, semantic networking or plot maps have been used previously to refer to semantic mapping), it has great value for teacher education through enhancing reflective and critical thinking skills. This paper examines the process by which kindergarten teachers/principals develop reflective and thinking skills regarding subject matter content and teaching curriculum by applying semantic mapping strategies. Data comprising mind-maps before and after students have completed several components of the module. Further Studies in Kindergarten Curriculum in the Certificate in Kindergarten Education Course (Chinese) conducted at the Hong Kong Institute of Education were analyzed according to specified criteria with a view to evaluating students’ understanding of module content. Students’ reflections on their own semantic maps are examined to ascertain how they have benefited from utilizing the strategy. Samples of mind maps developed by students for three components of the module, namely, Art, Mathematics and Science, and Social Studies, are presented, including students’ reflections on their use of the strategy. Implications for teacher education are drawn from the findings of this innovative study. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Institute of Education|
|Publication status||Published - 2000|